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Fakultät Kulturwissenschaften
Studierende im Sommer auf dem Campus Nord, rote Zahnräder im Hintergrund © Roland Baege​/​TU Dortmund

Marc Jones, M.A., M.Res

Portraitfoto von Marc Jones © Marc Jones

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Forschungsschwerpunkte / Re­search Interests

  • L2+ English phonology acquisition / L2+ Englisch Phonologieerwerb
  • L2+ listening / L2+ Hörverstehen
  • Neurodiversity in English language teaching, especially ADHD / Neuroiversität in
  • Englishlehrkraft, besonders ADSD
  • Re­search methods in language teaching research, particularly Bayesian statistical
  • analysis and duoethnography / Forschungsmethoden in der Sprachlehrforschung,
  • insbesondere Bayes'sche statistische Analyse und Duoethnographie

University of Sunderland (BA Hons) Film & Media Studies

University of Portsmouth (MA) TESOL & Applied Linguistics (Merit)

University of Portsmouth (MRes) Humanities and Social Sciences (Merit)

Lowe, R. J., & Jones, M. (2024). Exploring Duoethnography in ELT Re­search Ecosystems: Accessibility, Misuse, and Further Horizons. International Review of Qualitative Re­search0(0), 1–18. https://doi.org/10.1177/19408447241229769 

Jones, M. (2023). Communicating Information for Decision Making: Reflections on a Leadership Communication Course. In S. Egitim & Y. Umemiya (Eds.), Leaderful Classroom Pedagogy Through an Interdisciplinary Lens (pp. 67–81). Springer Nature. https://doi.org/10.1007/978-981-99-6655-4_5 

Jones, M.,& Noble, M. (2023). “What about teachers?”: a duoethnographic exploration of ADHD in ELT. Explorations in Teacher Development, 29(1), 34-45. https://td.jalt.org/wpcontent/uploads/2023/05/ETD-291-Jones-Noble.pdf 

Jones, M., & Bruzzano, C. (2023). Reflecting Dialogically on Listening Pedagogy: A duoethnography. The Language Scholar, 11, 7-25. https://languagescholar.leeds.ac.uk/wpcontent/uploads/sites/3/2023/02/Language-Scholar-2023-Issue-11.pdf 

Jones, M., & Blume, C. (2022). Accent Difference Makes No Difference to Phoneme Acquisition. Teaching English as a Second or Foreign Language Journal-TESL-EJ, 26(3), 1–22. https://doi.org/10.55593/ej.26103a3 

Jones, M. (2022b). Teaching Linguistic Landscape Re­search: Encouraging Learner Cognition About Language Practices. JAAL in JACET Proceedings, 4, 60–64. https://www.jacet.org/publication/jaal-in-jacet-proceedings/ 

Jones, M. (November 2023). Multiliteracies for student presentations. JALT National Conference. Tsukuba, Japan.

Jones, M., & Blume, C. (October 2023). Does seeing vowels increase the probability of acquisition? J-SLA International Conference. Tokyo, Japan.

Jones, M. (2023). Listening and CALL: a critical review. JALT Listening SIG Conference. 15 July 2023. Tokyo, Japan.

Jones, M. & Clark, G. (May 2023). Not necessarily a deficit: Language teachers with ADHD can and do excel. JALT PanSIG Conference. Kyoto, Japan.

Jones, M. (March 2023). Using duoethnography to develop academic skills. JACET 4th Joint Seminar. Saitama, Japan.

Jones, M. (September 2022). Listening to Global Englishes: Problems in practice. JALT Listening Conference. Kyoto, Japan.

Jones, M. (July 2022). Teaching Listening from the Bottom Up and Top Down. Yokohama JALT, Yokohama, Japan.

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